Shaping future preschool teachers in Ethiopia: A qualitative evaluation of pedagogical competence development mechanisms

Preschool teacher training programs in Ethiopia are designed to enhance the teaching skills of future teachers. Grounded in this context, this study aimed at evaluating how a pre-service teacher education program develops these essential pedagogical competences through coursework and hands-on training. Using phenomenological design, the research focuses on preschool teacher candidates, instructors, department heads, and education officials from six selected teacher education colleges across Ethiopia, involving a total of 18 participants chosen for convenience. To gather qualitative data, the study employed semi-structured interviews and direct observations of lesson facilitation. The findings indicate a strong and effective preschool teacher education program that develops the pedagogical competencies of preschool teachers. However, it was highlighted that there are significant challenges such as limited practical exposure, resource constraints, and language barriers. Key findings emphasize the need for improved support mechanisms, highlighting the importance of practical training components in the improved curriculum, optimum practical exposures, enriching extracurricular activities, rigorous assessment methods, and the provision of constructive feedback.